Cooperative Learning in a Primary Classroom O Concept O Rationale O Principles O Structures O Lesson Planning O Roles O Social Skills O Assessment
By end of lecture you will be able to:
Understand there are many strategies you can use in a lesson to engage students to perform in cooperative learning to engage them in a co-operative learning process.
Know what cooperative learning is
Explain why and how cooperative learning is consistent with constructivist thinking and the constructivist principles of best practise pedagogy
The key 5 fundamental principles of cooperative learning
Define differences between cooperative learning and group work
Understand there are a range of different structures that we can use in cooperative learning lessons
Plan a lesson in which you can implement/invent cooperative learning lesson(Relevant to those doing assessment number 2)
Assess a lesson in which there is cooperative learning
C-L is… A teaching strategy that structures students into groups with clearly defined roles for each student and a task for the whole team to accomplish. Purposely designed teams where each member has a specific role. Each member of team completes role for successful completion of task. Like a jigsaw puzzle, every member has a piece. All must play to solve the puzzle, all are dependent upon each other. For anyone to succeed, everyone must succeed. All children succeed and are engaged in their learning activity. If one member does not perform, it is like one piece of the puzzle is missing; the puzzle and task are incomplete. In C-L, the success of one is the success of all the children and no one can succeed if one member of the team does not contribute through completing the role assigned to her/him.
Cooperative Learning Explained • In C-L- members of the team work towards a common goal • Each student is responsible for a specific part of the teams task and the team as a whole only succeeds if everyone completes their contribution. (Therefore, when setting up task make sure each student’s responsibility is clearly made to them) • Through C-L social skills are learnt and practised. (Emphasis on social skills as these skills allow students to work together, to listen to each other, to communicate well, can’t give fair-go to peers, they think only their voice and ideas are right. So, social skills are an important part of outcomes we seek to achieve in CL) • The teacher and students have the opportunity to evaluate academic knowledge as well as social skills utilised in thetask. (We achieve not only academic outcomes but also social skills)
Rationale – Why use CL? (Idea we have already been coached to teaching where it is assumed we teach at the same way. Traditionally multi-intelligences were not recognised. CL allows for groups, differences and for diversity to occur within cooperative structures. Therefore, CL strategies are a good way to move away from the assumption that all students learn the same way to the new way which emphasis originality of the students; students have different learning styles, they bring different abilities to class and we should be able to tap into their differential abilities so that they can learn by engaging in the activities which best use their areas of strength.) • Old assumptions of homogeneity in learning styles are inadequate: C-Learningmethods assumeheterogeneity and are therefore betterable to provide for diversity of students.(Spencer Kagan, 1999) • Efficiency and effectiveness in a global economy: The advent of the world as a global village means that our children will grow up and work increasingly through interactions with other people rather than individualistically (Kagan, 1999). (we need to realise that digital media has put us in a global village but this doesn’t mean we work with machines and no longer worry or be concerned about interactions with other people. And so, in a global village there is indeed emphasis upon interactions with other people as we interact faster and more often with people. Therefore, cooperative learning is a good way to develop the skills to communicate, interact and work well with others in a sensible and meaningful way which can sometimes be high powered and superfast ways.)
Further Rationale for use of CL Preparing children for flexibility: Our students will need to be able to work not only competitively in free market economies, but also cooperatively in completing social tasks (Kagan, 1999). (In getting students to work together we are teaching and encouraging them to develop their ability to be flexible, to accept the ideas and opinions of others. We are teaching our students to work not only in the competitive way (which is free market of course) but in economies where they work with eacho ther and they are therefore able to complete social tasks in groups, within interactions, through sharing ideas, through sharing views) Drivers of the Information Economy: The information economy is driven not only by knowledge but by the ability to share knowledge with others. (the ability to share knowledge is driven by having a feeling about what other people think about, how they going to view and feel about what you are going to share, and how they are going to engage to what you are going to share. IF you are not prepared to accept their views, to accommodate their differences, then the chances of meaningful communication is minimalized and the driving force and therefore the driving force in the information economy in which we are today is no longer an economy of the future, it is the economy of the present. For us to be able to communicate with each other and take on each other’s views and that is ???? in co-operative learning. More reasons for the use of CL Constructivist approach:- enhances active learning (Vygotsky) (children work together to make meaning –it is co-constructive. Fundamental principle for constructivist type learning is students construct knowledge as they work together.) Cognitive development requires social interaction (cognitive development as students are challenged to create a discuss and share ideas and views) Emotional Intelligence (Goleman) Brain compatible learning (Caine & Caine, 1994). (Different parts of the brain are exercised as students participate in cooperative learning) Societal need to cooperate at all levels: – marriages, families, friendships and careers (Johnson & Johnson) (In society no matter who we are, no man or woman is an island of their own. We’re all part of society and share views, feelings and we interact and co-operate on levels…therefore, train children as primary classrooms are foundation years for later life. Workforce requirements: – teamwork, communication skills (Mayer Commission - Australian Commission for the Future) (People need to get along, communicate and achieve common goals through cooperative learning.) Classroom management: – a preventative strategy (Glasser & Kohn). (Why? One reason for misbehaviour is boredom, because kids are not engaged, bored, not given opportunity to be involved and so they talk about other things. Therefore, create opportunity to engage their thinking and talking and involve these students. In a well organised class there should be a lot of talk, but it should be topic related. )
Theoretical basis for Cooperative Learning (Vygotsky) • Students learn best when they are engaged in activities with other students. (Co-constructivism principle) • Understanding is socially constructed. (expression and composition we make is shaped by social context) • The achievement of a team working together is greater than the sum of the individual contributions in isolation. • Students learn better together than as individuals. Learning should be participatory, proactive, communal, andgiven over to the construction of meaning (Bruner, 1996, p.84) In C-L ‘learners accept responsibility for learning through active involvement (proactiveness). They become dynamically engaged in their learning (participation). Learning is the result of meaningful interaction and dialogue with other students, and even the broader learning community’. (Brady, 2006:3) _ Foundational Principles of Cooperative Learning [Remember PIEGS] Positive Interdependence Individual Accountability Equal Participation Group Processing Simultaneous Interaction
1.Positive Interdependence: Achievement of one helps others to achieve."We shall sink or swim together" (task, structure and materials should give this message). v Results in best idea/s (everyone needs to agree and be able to justify action and product). 2. Individual Accountability: Everyone is responsible for their own learning. Every one is encouraged to be a Self-Regulated Learner Individuals must contribute. Everyone is ready to report on group’s performance. Creating self-regulated learners (consistent with constructivist learning), giving opportunities for students to be responsible. 3. Equal Participation: All students to contribute to Personal-Best. (Everyone is given a fair go) Opportunity for each student to be engaged with the learning task. No free rides. Everyone has a fair go. All students may not contribute equal amounts, but do contribute their personal bests. Equal participation = giving each other opportunity to give personal best. 4. Group Processing: Team discuses and evaluates task.Discussion of experiences. Evaluation of achievement. Reflection on outcomes. Setting goals for the future. Strategising for future success. Students ask and answers questions. Teachers to advise of students performance. This is higher level thinking order. Evaluating (second highest order according to Brune). Reflect on their performances, realise some are achieved; feel good, some are not; improve. Reflecting allows strategies for future…promotes higher level of performance. 5. Simultaneous Interaction: Concurrent engagement. C-L is fundamentally a simultaneous approach. Students actively participate at the same time. Children read, write, draw, design think, search, discuss all at the same time. Concurrency of engagement and involvement from all students. Students could all be doingdifferent jobs towards the one goal, all at the same time. (One drawing, one writing, one researching etc.)
Co-operative Learning is a stream? strategy we should engage and obey within our pedagogy? Why? Because have a look at what research says about how learning occurs when used in the classroom. If you just lecture students remember 5%.
Supremacy of C-L Principles
Traditionalteaching (Goodlad, 1984)
80% Teacher talk
20% Management and student talk = 10 mins (out of 50 min. lesson)
10 mins ÷ 30 students = 1/3 minute for each student
1/3 minute = lack of participation = boredom
Simultaneous Interaction
10 minutes of cooperative pair work = 15 students talking + 15 students
Listening. Students are the ones doing the talking!
10 minutes of participation and active listening = more involvement
Compare and contrast o-operative learning with group work!
Differences between
Cooperative Learning
Group Work
Positive interdependence
Individual gains. Not everyone will participate. The goal is not dependent upon all participation.
Individual Accountability
Rely on others to solve the problem. Sit back, let others do the work.
Equal Participation
Participation can be minimal
Group processing
Little interest or concern
Simultaneous Interaction
Individual disengagement
Team-Spirit-and Work
Group Mentality
Common Cooperative Learning Structures
Four-Step-Interview (Function is within name. 4 people in a team, each one takes a turn to be interviewer whilst others are reposndants. Roles swap so each has a turn to initiate discussion and ask questions. Create well known responses)
Numbered Heads Together
Round-Robin
Simple-Jigsaw
Star-Matrix (Who, what, when, where, why, how)
Team-Word-Webbing
Think-Pair-Share
Think-Pair-Square
Two-Step-Interview
10.Venn-Compare-Contrast
Planning a Lesson with Cooperative Learning Activities-1
Teacher’s role is to: - specify academic and social goals which can be achieved in a lesson - decide on group size (2-6) (two is not a group, a pair…6 is a crowd. Do 3-5) - assign students to groups and arrange the room (E.g: homogeneous or heterogeneous?) (Similar in abilities or different?) - structure positive interdependence (allow people to benefit from eachother) - structure individual accountability - Match purpose to structure, seek to accomplish outcomes. - specify desired behaviours, state out rules clearly as to avoid market place and everyone overtaking each other off topic. - monitor and intervene so that process carries on. - to evaluate and process students’ learning and behaviour (formally or informally) - Assessment for learning
How to Assign the Roles
The assignment of roles to group members can enhance Positive Interdependence and Individual Accountability only if: - Well planned. To plan well you should have: - A summariser (who restates the group's major conclusions or answers). - A checker (who checks that each group member can explain the answer or conclusion). - A recorder (who writes down the group's decisions and edits the group's report). - An encourager (who reinforces the members' contributions). - An observer (who keeps track of how well the team is collaborating). Doesn’t just watch! - A task master (who makes sure the team stays on task) - A coach (who helps other student's master the task). - Other possible roles- Cartoonist, Photographer, Editor, Journalist, Graphic Designer, Engineer, Sound Technician, Designer, Scientist, Geographer
Social Skills to develop in a C-L Lesson 5-8 years (1 aim of CL)
• We use people’s names
• We look at people who are talking to us
• We listen without interruption
• We ask questions to learn more
• We take turns
8-12 years
• How to praise and encourage others
• Taking another’s perspective
• How to compromise
• Take roles in a group
• Use body language appropriately
13-18 years of age
• How to lead
• How to criticise ideas, not people
• How to persuade
• How to accept criticism
• How to resolve conflict
• How to justify your statements
Examples of possible outcomes (E.g: From Silent Round Robin) - Large number and range of ideas are generated quickly. - Everyone is thinking /contributing simultaneously. - Children are on task’ all the time - Better than whole class brainstorming where one person answers at a time. - Discovers ‘prior knowledge’ of the class. - Share misconceptions and correct them. - No one person can dominate the process - Students can develop their ideas by referring to those of peers - Shy individuals are encouraged to contribute. - Less ‘risk’ involved; we are in this together. - Higher order thinking is involved; E.g. Evaluation and - Creation, Imagination, Justification. - Essential collaboration skills are developed.
Using C-L for Class building
• Provides positive environment in
which teams can learn
• Part of a larger supportive network
Examples: People hunt (Laurie Robertson) (Find someone who…?) Inside/Outside circle
Possible Grouping Strategies
• Heterogeneous
• Random
• Interest
• Homogeneous-> language
How to manage a C-L Lesson
• Specific rules/ guidelines/strategies for CL, eg. (Clear, not too many)
quiet signals
spotlight cards
quiet captain …
How to Assess C-LEARNING
• Individual mark (E.g. Test after group learning)
• Group mark (on group product; E.g. Project, presentation, role play.
• Individual + group mark (mark for group product + individual mark -> copies of work brought to group, results from peer evaluations).
Assess different levels of achievement. Assessing Mastery
• To master academic content and skills
Examples: Flashcards (for memorisation)
Numbered Heads Together (memory/check understanding)
Pairs Check (skills - worksheets/homework
Assessing Communication Skills
• Help build specific communication skills, Eg. express opinions, persuade etc…
• Make decisions while respecting others opinions Examples:
• Inner-Outer Circle/Doughnut
• Values Lines
Best Practice Evidence
When Cooperative Learning is implemented effectively we can expect:
q - Higher achievement
q - Increased retention
q - Higher self-esteem as they lead and explain ideas.
q - Greater social support within teams, class, themselves
q - More on-task behaviour, therefore less bad behaviour and management time
q - Greater collaborative skills
q - Greater intrinsic motivation
q - Increased perspective taking
q - Better attitudes towards teachers
q - Better attitudes towards school
q - more positive heterogeneous relationships
Conclusion
C-L:- provides a strategy for organising the interaction of children in a classroom for working and learning together: and so it represents Social constructivism at its best
Many structures are available. Each will achieve different outcomes.
The outcomes could include:
• Teambuilding
• Class building
• Mastery
• Communication skills
• Social skills
• Information exchange
• Thinking skills
• Multifunctional
Social Constructivism is the basis for best practice, CL is a tool within.
Cooperative Learning in a Primary Classroom
O Concept
O Rationale
O Principles
O Structures
O Lesson Planning
O Roles
O Social Skills
O Assessment
By end of lecture you will be able to:
C-L is…
A teaching strategy that structures students into groups with clearly defined roles for each student and a task for the whole team to accomplish. Purposely designed teams where each member has a specific role. Each member of team completes role for successful completion of task. Like a jigsaw puzzle, every member has a piece. All must play to solve the puzzle, all are dependent upon each other. For anyone to succeed, everyone must succeed. All children succeed and are engaged in their learning activity. If one member does not perform, it is like one piece of the puzzle is missing; the puzzle and task are incomplete.
In C-L, the success of one is the success of all the children and no one can succeed if one member of the team does not contribute through completing the role assigned to her/him.
Cooperative Learning Explained
• In C-L- members of the team work towards a common goal
• Each student is responsible for a specific part of the teams task and the team as a whole only succeeds if everyone completes their contribution. (Therefore, when setting up task make sure each student’s responsibility is clearly made to them)
• Through C-L social skills are learnt and practised. (Emphasis on social skills as these skills allow students to work together, to listen to each other, to communicate well, can’t give fair-go to peers, they think only their voice and ideas are right. So, social skills are an important part of outcomes we seek to achieve in CL)
• The teacher and students have the opportunity to evaluate academic knowledge as well as social skills utilised in thetask. (We achieve not only academic outcomes but also social skills)
Rationale – Why use CL? (Idea we have already been coached to teaching where it is assumed we teach at the same way. Traditionally multi-intelligences were not recognised. CL allows for groups, differences and for diversity to occur within cooperative structures. Therefore, CL strategies are a good way to move away from the assumption that all students learn the same way to the new way which emphasis originality of the students; students have different learning styles, they bring different abilities to class and we should be able to tap into their differential abilities so that they can learn by engaging in the activities which best use their areas of strength.)
• Old assumptions of homogeneity in learning styles are inadequate: C-Learning methods assumeheterogeneity and are therefore betterable to provide for diversity of students.(Spencer Kagan, 1999)
• Efficiency and effectiveness in a global economy:
The advent of the world as a global village means that our children will grow up and work increasingly through interactions with other people rather than individualistically (Kagan, 1999). (we need to realise that digital media has put us in a global village but this doesn’t mean we work with machines and no longer worry or be concerned about interactions with other people. And so, in a global village there is indeed emphasis upon interactions with other people as we interact faster and more often with people. Therefore, cooperative learning is a good way to develop the skills to communicate, interact and work well with others in a sensible and meaningful way which can sometimes be high powered and superfast ways.)
Further Rationale for use of CL
Preparing children for flexibility: Our students will need to be able to work not only competitively in free market economies, but also cooperatively in completing social tasks (Kagan, 1999). (In getting students to work together we are teaching and encouraging them to develop their ability to be flexible, to accept the ideas and opinions of others. We are teaching our students to work not only in the competitive way (which is free market of course) but in economies where they work with eacho ther and they are therefore able to complete social tasks in groups, within interactions, through sharing ideas, through sharing views)
Drivers of the Information Economy: The information economy is driven not only by knowledge but by the ability to share knowledge with others. (the ability to share knowledge is driven by having a feeling about what other people think about, how they going to view and feel about what you are going to share, and how they are going to engage to what you are going to share. IF you are not prepared to accept their views, to accommodate their differences, then the chances of meaningful communication is minimalized and the driving force and therefore the driving force in the information economy in which we are today is no longer an economy of the future, it is the economy of the present. For us to be able to communicate with each other and take on each other’s views and that is ???? in co-operative learning.
More reasons for the use of CL
Constructivist approach:- enhances active learning (Vygotsky) (children work together to make meaning –it is co-constructive. Fundamental principle for constructivist type learning is students construct knowledge as they work together.) Cognitive development requires social interaction (cognitive development as students are challenged to create a discuss and share ideas and views)
Emotional Intelligence (Goleman)
Brain compatible learning (Caine & Caine, 1994). (Different parts of the brain are exercised as students participate in cooperative learning)
Societal need to cooperate at all levels: – marriages, families, friendships and careers (Johnson & Johnson) (In society no matter who we are, no man or woman is an island of their own. We’re all part of society and share views, feelings and we interact and co-operate on levels…therefore, train children as primary classrooms are foundation years for later life.
Workforce requirements: – teamwork, communication skills (Mayer Commission - Australian Commission for the Future) (People need to get along, communicate and achieve common goals through cooperative learning.)
Classroom management: – a preventative strategy (Glasser & Kohn). (Why? One reason for misbehaviour is boredom, because kids are not engaged, bored, not given opportunity to be involved and so they talk about other things. Therefore, create opportunity to engage their thinking and talking and involve these students. In a well organised class there should be a lot of talk, but it should be topic related. )
Theoretical basis for Cooperative Learning (Vygotsky)
• Students learn best when they are engaged in activities with other students. (Co-constructivism principle)
• Understanding is socially constructed. (expression and composition we make is shaped by social context)
• The achievement of a team working together is greater than the sum of the individual contributions in isolation.
• Students learn better together than as individuals.
Learning should be participatory, proactive, communal, andgiven over to the construction of meaning (Bruner, 1996, p.84)
In C-L ‘learners accept responsibility for learning through active involvement (proactiveness).
They become dynamically engaged in their learning (participation).
Learning is the result of meaningful interaction and dialogue with other students, and even the broader learning community’. (Brady, 2006:3)
_
Foundational Principles of Cooperative Learning [Remember PIEGS]
Positive Interdependence
Individual Accountability
Equal Participation
Group Processing
Simultaneous Interaction
1.Positive Interdependence: Achievement of one helps others to achieve."We shall sink or swim together" (task, structure and materials should give this message). v Results in best idea/s (everyone needs to agree and be able to justify action and product).
2. Individual Accountability: Everyone is responsible for their own learning. Every one is encouraged to be a Self-Regulated Learner Individuals must contribute. Everyone is ready to report on group’s performance. Creating self-regulated learners (consistent with constructivist learning), giving opportunities for students to be responsible.
3. Equal Participation: All students to contribute to Personal-Best. (Everyone is given a fair go) Opportunity for each student to be engaged with the learning task. No free rides. Everyone has a fair go. All students may not contribute equal amounts, but do contribute their personal bests. Equal participation = giving each other opportunity to give personal best.
4. Group Processing: Team discuses and evaluates task. Discussion of experiences. Evaluation of achievement. Reflection on outcomes. Setting goals for the future. Strategising for future success. Students ask and answers questions. Teachers to advise of students performance. This is higher level thinking order. Evaluating (second highest order according to Brune). Reflect on their performances, realise some are achieved; feel good, some are not; improve. Reflecting allows strategies for future…promotes higher level of performance.
5. Simultaneous Interaction: Concurrent engagement. C-L is fundamentally a simultaneous approach. Students actively participate at the same time. Children read, write, draw, design think, search, discuss all at the same time. Concurrency of engagement and involvement from all students. Students could all be doingdifferent jobs towards the one goal, all at the same time. (One drawing, one writing, one researching etc.)
Co-operative Learning is a stream? strategy we should engage and obey within our pedagogy?
Why? Because have a look at what research says about how learning occurs when used in the classroom. If you just lecture students remember 5%.
Supremacy of C-L Principles
Traditionalteaching (Goodlad, 1984)
80% Teacher talk
20% Management and student talk = 10 mins (out of 50 min. lesson)
10 mins ÷ 30 students = 1/3 minute for each student
1/3 minute = lack of participation = boredom
Simultaneous Interaction
10 minutes of cooperative pair work = 15 students talking + 15 students
Listening. Students are the ones doing the talking!
10 minutes of participation and active listening = more involvement
Compare and contrast o-operative learning with group work!
Differences between
Common Cooperative Learning Structures
- Four-Step-Interview (Function is within name. 4 people in a team, each one takes a turn to be interviewer whilst others are reposndants. Roles swap so each has a turn to initiate discussion and ask questions. Create well known responses)
- Numbered Heads Together
- Round-Robin
- Simple-Jigsaw
- Star-Matrix (Who, what, when, where, why, how)
- Team-Word-Webbing
- Think-Pair-Share
- Think-Pair-Square
- Two-Step-Interview
10.Venn-Compare-ContrastPlanning a Lesson with Cooperative Learning Activities-1
Teacher’s role is to:
- specify academic and social goals which can be achieved in a lesson
- decide on group size (2-6) (two is not a group, a pair…6 is a crowd. Do 3-5)
- assign students to groups and arrange the room (E.g: homogeneous or heterogeneous?) (Similar in abilities or different?)
- structure positive interdependence (allow people to benefit from eachother)
- structure individual accountability
- Match purpose to structure, seek to accomplish outcomes.
- specify desired behaviours, state out rules clearly as to avoid market place and everyone overtaking each other off topic.
- monitor and intervene so that process carries on.
- to evaluate and process students’ learning and behaviour (formally or informally)
- Assessment for learning
How to Assign the Roles
The assignment of roles to group members can enhance Positive Interdependence and Individual Accountability only if:
- Well planned. To plan well you should have:
- A summariser (who restates the group's major conclusions or answers).
- A checker (who checks that each group member can explain the answer or conclusion).
- A recorder (who writes down the group's decisions and edits the group's report).
- An encourager (who reinforces the members' contributions).
- An observer (who keeps track of how well the team is collaborating). Doesn’t just watch!
- A task master (who makes sure the team stays on task)
- A coach (who helps other student's master the task).
- Other possible roles- Cartoonist, Photographer, Editor, Journalist, Graphic Designer, Engineer, Sound Technician, Designer, Scientist, Geographer
Social Skills to develop in a C-L Lesson 5-8 years (1 aim of CL)
• We use people’s names
• We look at people who are talking to us
• We listen without interruption
• We ask questions to learn more
• We take turns
8-12 years
• How to praise and encourage others
• Taking another’s perspective
• How to compromise
• Take roles in a group
• Use body language appropriately
13-18 years of age
• How to lead
• How to criticise ideas, not people
• How to persuade
• How to accept criticism
• How to resolve conflict
• How to justify your statements
Examples of possible outcomes (E.g: From Silent Round Robin)
- Large number and range of ideas are generated quickly.
- Everyone is thinking /contributing simultaneously.
- Children are on task’ all the time
- Better than whole class brainstorming where one person answers at a time.
- Discovers ‘prior knowledge’ of the class.
- Share misconceptions and correct them.
- No one person can dominate the process
- Students can develop their ideas by referring to those of peers
- Shy individuals are encouraged to contribute.
- Less ‘risk’ involved; we are in this together.
- Higher order thinking is involved; E.g. Evaluation and
- Creation, Imagination, Justification.
- Essential collaboration skills are developed.
Using C-L for Class building
• Provides positive environment in
which teams can learn
• Part of a larger supportive network
Examples: People hunt (Laurie Robertson) (Find someone who…?) Inside/Outside circle
Possible Grouping Strategies
• Heterogeneous
• Random
• Interest
• Homogeneous-> language
How to manage a C-L Lesson
• Specific rules/ guidelines/strategies for CL, eg. (Clear, not too many)
quiet signals
spotlight cards
quiet captain …
How to Assess C-LEARNING
• Individual mark (E.g. Test after group learning)
• Group mark (on group product; E.g. Project, presentation, role play.
• Individual + group mark (mark for group product + individual mark -> copies of work brought to group, results from peer evaluations).
Assess different levels of achievement.
Assessing Mastery
• To master academic content and skills
Examples: Flashcards (for memorisation)
Numbered Heads Together (memory/check understanding)
Pairs Check (skills - worksheets/homework
Assessing Communication Skills
• Help build specific communication skills, Eg. express opinions, persuade etc…
• Make decisions while respecting others opinions Examples:
• Inner-Outer Circle/Doughnut
• Values Lines
Best Practice Evidence
When Cooperative Learning is implemented effectively we can expect:
q - Higher achievement
q - Increased retention
q - Higher self-esteem as they lead and explain ideas.
q - Greater social support within teams, class, themselves
q - More on-task behaviour, therefore less bad behaviour and management time
q - Greater collaborative skills
q - Greater intrinsic motivation
q - Increased perspective taking
q - Better attitudes towards teachers
q - Better attitudes towards school
q - more positive heterogeneous relationships
Conclusion
C-L:- provides a strategy for organising the interaction of children in a classroom for working and learning together: and so it represents Social constructivism at its best
Many structures are available. Each will achieve different outcomes.
The outcomes could include:
• Teambuilding
• Class building
• Mastery
• Communication skills
• Social skills
• Information exchange
• Thinking skills
• Multifunctional
Social Constructivism is the basis for best practice, CL is a tool within.